1. Theoretical Base of Education - Philosophical and Sociological

Bachelor of Education (B.Ed.) Degree Course
(Restructured - 2004)

1. Structure of the Course

(i) SEMESTER - I


Subjects & Practicals Hours/Days of Study

A. Core Subjects
1. Theoretical Base of Education
- Philosophical and Sociological. 80 Hours
2. Psychological Base of Education 80 ”
3. Associate subjects:
Educational Technology and
Educational Evaluation 80 ”
B. Optional Subjects
1. Theoretical Base of Teaching:___________ 80 ”

2. Principles of Pedagogical Analysis:_________ 80 ”
C. Practicals
1. Teaching Practice (Phase-I) 10 Days
2. Health & Physical Education 32 ”
3. Practicum - Problem-based Learning
of Core and Optional subjects
4. Work in laboratories, Work experience &
Cultural programmes 48 ”
480 hours + 10 days
Total. 80 Teaching days+10 Teaching practice days = 90 working days

A. Core Subjects
1. Theoretical Base of Education - Philosophical and Sociological

Objectives
The major objective of Theoretical Base of Education is to build up the efficiency of student teachers to start their career by applying the philosophical and sociological theories and principles. The following specific objectives are formulated for the study of this subject:

The student teachers:

1. realize the scope of educational philosophy and how it determines the entire system of education
2. apply, during curriculum transactions, the major philosophical systems and the educational ideas of great thinkers in the world.
3. study how education can bring in desired social changes
4. understand the significance of education for conscientization of people, and
5. plan their teaching to develop students’ skill to work in future for the welfare of the society and social cohesion by achieving economic stability and creating new knowledge.

Content

Unit-I. Relationship between Philosophy and Education
1. Scope of educational philosophy
2. How philosophy determines the education system.

Unit-II Major Philosophical Systems
1. Views of Aristotle, Socrates, Plato, Rousseau, Buddhists, Dewey, Tagore,
Mahatma Gandhi.
2. Features and educational implications of Idealism, Realism, Naturalism,
Pragmatism and Humanism

Unit–III Contributions to Education by Great Thinkers
Pestalozzi, Herbert, Froebel, Rousseau, Comenius, Montessori, Dewey, Paulo, Fraire, Mahatma Gandhi

Unit–IV Relationship between Education and Society
1. Interactive role of education and society.
2. Factors that threaten the relationship
3. Ways of improving the relationship

Unit–V Education and Social Change
1. Nature of Indian society
2. Factors influencing social change
3. Major changes occurred in the Indian society
4. How social changes take place
5. Role of education in promoting desired social change

Unit-VI Conscientization
1. Role of education for conscientization of people
2. Areas where conscientization is needed.

Unit-VII Education and Welfare of the Society
1. Education for peace and coexistence
2. Education for economic stability
3. Education an instrument for Intellectual Property and inventions and discoveries for the welfare of the society

Unni(maths) has created a presntation, Congrads!

"An equation means nothing to me unless
it expresses a thought of God.”

This is a quote from Unni's ppt.
Congradulations

Padmasree

REVIEW OF NCERT TEXT BOKK FOR STD:3rd ENGLISH

Introduction
English in India is no longer a language of the colonial masters. In some important domains ofactivity, it has become an integral part of the Indian multilingual repertoire. In a variety of ways ithas enriched Indian languages, which in turn have made significant contributions to English inIndia and as it is used abroad. English plays an important role in the domains of education, administration
IMPORTANCE OF THE STUDY
The teaching and learning of English today is characterised by the diversity of schools andlinguistic environments, and by systemically pervasive classroom procedures of teaching a textbookfor success in an examination.The emphasis should be on teaching language use in meaningful and often multilingual contexts. For the majority of our learners, what is needed is a basic or fundamental competence in the target language. ObjectivesThe general objectives • to provide print-rich environment to relate oracy with literacy.• to build on learners’ readiness for reading and writing.• to promote learners’ conceptualisation of printed texts in terms of headings, paragraphs andhorizontal lines.• to enrich learners’ vocabulary mainly through telling, retelling and reading aloud of stories/folktales in English.• to use appropriate spoken and written language in meaningful contexts/situations.• to give them an opportunity to listen to sounds/sound techniques and appreciate the rhythmand music of rhymes/sounds.• to enable them to relate words (mainly in poems) with appropriate actions and therebyprovide understanding of the language.• to familiarize learners with the basic process of writing.At the end of this stage learners will be able to do the following:• narrate his/her experiences and incidents• exchange his/her ideas with the peers• carry out a brief conversation involving seeking/giving information• enjoy reading a story, poem, a short write-up, a notice, poster etc• take dictation of simple sentences and to practise copy writing from the blackboard andtextbook and to use common punctuation marks• write a short description of a person, thing or place – prepare a notice, or write a messagefor someone• write a short composition based on pictures• take part in group activity, role play and dramatizationMethods and Techniques• an oral-aural approach to be followed (with limited focus on readingand writing depending on the level)• learner-centred activity-based approach including bilingual approach• integration of key environmental, social and arithmetical concepts• pictures, illustrations, cartoons, and toys to be used to arouse theinterest of children• focus on discussions, project works, activities that promotereading with comprehension depending on the levelWe can say that the present text meet the requirements of the day it is a child centered mathod ,it brings the child close to nature and to his or her surrounding and and enabile him to use the language with ease in a real life situation.

Archana Nair

TO WHAT EXTENT NPE 1986 REFLECTED THE REALITIES OF INDIAN EDUCATION.

The NPE1986 has suggested comprehensive reforms in edn starting from the birth of the child. The National sysytem of Eucation Lays stress on elemination of disparities in the educational system and on improvement in the quality of public founded school so that parents may not send there children to high fee charging institution. There are propoosals to promote womens equality, education of SC/ST, other educationaly disadvatages section, minorities and the physially and mentally handicapped .The policy lays stress on examination reform.

The features of the policy are :-
1. Early Childhood Care and Education (ECCE) - The NPE has given a great deal of importance to ECCE, the role of whih is crucial as a feeder an support programme for primary education.

2. Elementary Education, Non-formal Education and Operation Blackbeard - Provision for free and compulsary education for all children under the age of 14. It has also been planned to improve facilities like the school building, classrooms teachers, etc.

3. Secondary Education and Navodaya Vidyalayas – The NPE has made remarkable work on the development of General and vocational streams. The programme of setting up Navodaya Vidyalaya is another major suggestion of NPE.

4. Vocational Education

5 Higher Education – The NPE visualizes that Higher Education should become dynamic and impart necessary dynamism to it.

6. Value Education - Education should foster universal and eternal values, oriented towards the unity and integration of all people.

7. Examination Reform – Examination should be employed to bring about qualitative improvement in Education

8. Education of women –

9. Education of SC/ST/OBC

10. Education of the Handicapped

11. Adult Education

12. Open Universities and Distance Education

13. Teachers and the Training

14. Management of the Education – To bring about literacy among the weaker section of the society it becomes necessary to introduce certain changes in the management of Education.

INDU

Constitutional Values and Education

Today our educational system is confronting many serious problems.Some of them are misuse of religious instructios,inequality of opportunities among children etc.In this present context every indian citizens should be aware of the constitutional provisions regarding edn.
Llike many other subjects ,edn also occupies some specific provisions in specific articles of our constitution.The articles relating edn mainly contains the following aspects of indian edn.
1. Equality before law
2. Religious instruction
3. Interest of minorities
4. Free &compulsory primary edn
5. Edn f sc,st&other weak section
6. Medium of instruction @primary stage
7. Centre -state relation relating to edn
To avoid the evils prevailed in the field of education all people should have a proper idea about the edn provisions in the constitution . the government &social agencies can do much in this area

Hari K K

EDUCATION AS FUNDAMENTAL RIGHT


MAIN CONTENTS

1. INTRODUCTION

2. UNIVERSAL DECLARATION OF HUMAN RIGHT

(Article-26,The Vienna declaration programmr June-1993,article78-82)

3.NEED & IMPORTANCE OF EDUCATION IN DEMOCRACY
( Views of Lincon, Radhakrishnan, Ressel)

4. THE PREAMBLE

5. PROVISIONS IN INDIAN CONSTITUTION
(Article 29, 30, 45)

6. FUNDAMENTAL RIGHTS & DUTIES

7. 93RD CONSTITUTIONAL AMENDMENT

8. PROBLEMS AND SUGGESTIONS

9. CONCLUSIONS

10. BIBLOGRAPHY

JAYA PRABHA ,CONGRATS

Growth of Literacy before and after Independence
From the analysis,I noticed the following .Before independence growth of literacy was very poor.But after independence,greater stress began to be laid on social education.campaigns were organised to liquidate illiteracy among the masses.The number of illiterates is swelling,though the percentage of literacy is going up every year.

The functional literacy programmes impart not only literacy &numeracy to the non -literates,but they enable them to continue their education either through available agencies of informal education .government also introduced continuous education &correspondence courses to eradicate illiteracy.The %of literacy in India has increased from 6.2 to 33 during the period 1901 to 1969.But the number of illiterates has increased from 298 million in 1951 to 349 million in 1962.The in the age group 15-44 is likely tobe of a very great magnitude skill.


A Study of UNESCO Website
Unesco's official site explains the choice of certain buildings &sites as world heritage.The website -world heritage centre -world heritage list includes 830 properties forming part of the cultural &natural heritage which the world heritage committee considers as having outstanding universal value.These include 644 cultural,162 natural&24 mixed propeties in 138 states parties.

In the website education-Global monitoring Report 2006 -Full report ,we can get unesco's stronger policy on the more neglected goal of literacy.Culture of peace website gives us information on how individually local organizations &international organization can promote peace& non violence.Unesco-knowledge hub for asia-pacific site explains various opportunites in the field like job,investment,travel&business in asia-pacific and burning issuesin asia-pacific such as hiv/AIDS,water,environment etc & various knowledge resources.

UNESCO's-documents &publications website gives out bibliographic records &full text of unesco's documents,publications,periodicals,bibliographic records of the libraries acquisitions.UNESCO-institute for statistics website gives out various informations regarding current surveys on education,literacy,science&technology,culture &communications ,statistical highlights etc .UNESCO websites depicts various information regarding youth.It also relies on a wide variety of other networks to implement its activities.

Rekha Elizabeth Thomas

Contribution of CMS Missionaries to Education.
The CMS,was a society organized by some evangalicals of the church of England on April12th 1799 to help the propogation of the gospel in Africa and in the East.The original name was The society for missions in Africa and East .After a few years ,the title The Church MissionarySociety was formally adopted.
Norton, the first missionary of the Church Missionary Society arrived in Alleppey in 1816. The missionaries of the CMS opened schools along with churches. They established different kinds of
institutions for the development of education. parochial schools, seminaries, Syrian girls' schools, boarding schools, village schools, grammar schools, training schools and colleges were some of them. The first schools for girls were started by Amelia Baker in Kottayam in 1820. From Kottayam girls' education expanded to several places in Cochin, Alleppey, Mavelikara, Trichur, and Tiruvalla. The earliest pupils were the children of Syrians and high caste Hindus. After 1836, the CMS missionaries admitted pupils in their schools irrespective of caste and creed.
The Baker Memorial Girls' School, the Fort School, Christava Mahilalayam and the Buchanan Institutions were some of the famous girls' institutions established by the missionaries of the CMS and these schools had rendered remarkable service for the development of
Travancore, Cochin, and Malabar studied in these colleges. Many lady students went out from their homes to other places to continue their higher education. This was a great change and breaking of traditions. These changes in the attitude of people helped the development a of women's education and enhanced their social status.
The missionaries combined formal education with vocational education. Such training enabled them to seek self‑employment after they left school. Introduction of the educational system promoted the development of women's education.
The missionaries appointed lady teachers in the schools to attract girls. In order to give training to teachers, they established training institutions in different places. They also organized refresher courses for teachers to keep them up-to‑date in their knowledge.
The CMS press which was founded in 1821 by Benjamin Baily in Kottayam was the first Malayalam press in Kerala. The CMS printing press was an effective means of formal and nonformal education. Some of the missionaries became architects of Malayalam grammar and dictionaries. Introduction of the printing press and publication of books not only led to the development of language and literature but
also to the diffusion of knowledge among the people. This has brought about tremendous changes in the social, economic, and religious life of the people. The missionaries also started libraries and reading rooms in different places for the expansion of education.
The missionaries educated men and women by various means. Bazaar preaching and lantern lectures, medical activities, general instruction classes, training programmes such as leader's training and saving habit training were only some of them. Organizations such as Girls' Guild, Kerala Christian Girls' Union, Bethel Band, Mothers' Union, Sevika Sangham, Sunday school, the Missionary Service League, and the YWCA helped women to come out from the kitchen at least for a short time and to engage in some activity for their development.

Christy Raju

RELIGIOUS EDUCATION

Need of religion; Man thought of religion on the basis of logic, faith and personal beliefs. The original basis of religion was dutifulness and virtuous conduct .Material comforts alone do not give peace .Spiritual development is necessary for lasting peace .This development is possible only through religion .

Relation of religion to human life and education; The development of man is due to his imbibing human qualities. The human qualities are developed by religion and education .In ancient times education was dominated by religion .

Meaning of religion and its mis-use; To develop spiritality by inspiring virtuous conduct.vedic religion ,islam and x-stianity believe in this.Religion is wider and sectarianism is narrow. it is wrong to consider religion and sect as the same. People have commited atrocities in the name of religion .There has been human massacre. This is irreligious.

Relation of education to religion; Both are correlated from the vedic period to the buddhist period.In the modern times the relation of education and religion has broken down due to growth of science and technology.In fact, true meaning is not understood.

Religious education and its analysis; The impracticability in religious education ,its sermonising bias and lack of virtuous behaviour accordingly, non-exposition of true religion,absence of human religion and its non-availability in schools,are some of the defects.Religious education is neccessary for all-round development,materialistic and spiritualistic thinking and its co-ordination, for moral development and virtuous conduct .

Ed.duties of religion; Physical dvpt. ,enjoyment of wordly pleasures,dvpt. of artistic and aesthetic senses.Dvpt. of character and morality r to be achieved by religious institutions.
Hindrances in relirious

Jalaja C P

Rajaram Mohan Roy
Wed, 09 May 2007 13:56:39 IST
The 19th century perticularly its second half witnesed the emergenence of certain major religious and social reform movement in India. Raja Ram Mohan Roy is one of the most important religious refomers in India. He inaguaretd the modern type of socio religious reform movements in India. In 1828 Roy encouraged by his desciples like Chandrasekar Dev and Tharachand Chakravarthy established the Brahmasamaj. It was meeting ground of the people who belived in one God who is formless from 1816 onwards Roy had launched a programme of social reform. The emancipation of Indian Women was a major theme of Roy's wrrittings. He stopped Sathi system in India.

jalaja c.p

A Day in an Anganvadi

I visited the mahadeva panthal anganvadi on 13th 4th 2007 at cherukode. There 20 Students and 2 staffs, 1 teacher and helper. The mahadeva panthal established in July 1994. There is no Govt building for the anganvadi it is working in a private house anganvadi began to work 9.30 AM. The teacher tought small poems and stories through oral teaching. Anganvadi provided breakfast lunch for the students. Generally the children coming from middle class families. ICDS office provide a grant for the proper functioning of the angavadies. ICDS officer checked the anganvadi twice in a month there are employees by the panchayath to superwise and organise the programmes.

SINDHU NAIR

School Plan
The school plan school plan is a plan which shows the entire plan of the school in a year.by passing through a school plan one can understand the picture of the school in that year.it contains details about the functioning of the school.as a part of my practium work i visited G.W.L.P.S.Chunakara to collect a school plan.they provided me the educational development plan for the year 2007-2008. it had two parts.
first chapter of the first part contains the history of the school.the school started as a kudipallikudam for the education of the common people and 60 years ago with the help of Harijen welfare department this is lifted to a primary school.the second chapter includes the total expenditure of the school .by passing through this chapter we understand that SSA and panchayath provided money for the devolpment of the school an the school gave scholarships for Rs3240.
the third chapter includes details regarding the strength of the school.total str of the schoolis very low because nowadays there is a no: of english medium schools.the total str of the school is 105 and among them 28 are SC/ST students and 36 students areOBC.4th chapter includes economical background of 28 students of class 4.plan shows most of the students are from families of low economical status.5th chapter regards with details of teachers.there are only 4 teachers .all are females .the plan shows all of them need more trining with regard to their subject.6th chapter contains the learning enviornment of the school .it includes the facilities of the school and their needs.
the second part of the plan begins with certain suggestions for the development of the school.plan also put forwards some remedies for the problems of the school. second chapter of the second part includes a working calendar of the school for the year 2007-2008. according to it school arranged a drawing camp and apoetry camp in may.on june 1 school celebrate preveshanotsv.all national festivals and important days are also celebrated by the school.with this working calender the school plan ends
by passing through this i understood the history of the school,facilities ,needs ,working etc without seeing the school's working.

SINDHU NAIR

Review the Maths textbook of 1st std,N.C.E.R.T.
This textbook is designed by bearing the following matters in mind.the system of education is child centered,maths is essential for living,and the essentials of a good textbook.the textbook means for making child's life at school a happy experience.this never feels a source of stress or boredom.syllabus desingers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and time avaliable for teaching .the textbook attempts to enhance this endeavour by giving high priorty and space to opportunities for contemplation and wondering discussion in small group activities regarding hands on experience. in students textbook creates a sense that a knowledge in maths is essential for our life. the textbook also have good quality papers ,good no: of egs:,simple language.
the best way to teach maths is give relevent egs:firstly,then the concept and the defn:at the end.this book is designed in such a manner. all chapters begins with stories or rhymes which create interest and through these anew mathematical idea is indirectly provided to students.also use beautiful pictures to attract students attention. students feel textbook as a storybook or a picture album and by creating such a sense the stres or boredom in students can eliminate.
this book has 13 chapters .all these have the basic ideas of various branches of maths like arithmetic,geometry,mensuration etc.by including these topics curriculum organisers aims at provide a thorough knowledge on the basics of maths.in the textbook there are chances to develop stories ,plays like snake and ladder etc.all these create interest in students.
in general this text book is designed to satisfy all the mathematical needs of a 1st std student

Resmi Sunilkumar

Wood's Despatch of 1854
The Despatch gave a new direction to education in India and in a way this direction has its clear impact even on today's education in the country.It studied the total problem of education from primary to university- and gave useful suggestion for each stage of education.The despatch emphasised the importance of western education and declared that English would be the medium of instruction.It advocated women education and vocational education.The government accepted the recommendations puts forth by the despatch,Since these reflected desirable modern trends. They made it an Educational Policy and gave it legal authority. That is why Wood's Despatch is known as the 'Magan Carta' of Indian Education

Sonia Babu has submitted her second practicum,Congrats

EDUCATIONAL DEVELOPMENT DURING 11th PLAN- A STUDY OF

PATHANAMTHITTA DISTRICT PANCHAYAT

Sarva Shikha Abhiyan(SSA) is an integrated primary education program designed by the central govt. to be implemented from the academic year 2001-2002. The major objective of the SSA is to provide quality primary education to all the children between the ages of 6 to 14.

The education plan of 2007-2008 lays down the following measures and techniques to attain the ultimate goal of providing learning opportunities to all children. They are

Girls education ,

SC/ST education ,

IEDC(Integrated Education for Disabled Children ),

Ankanawadi/Pre primary school edn,

High school and Higher secondary education and

Continuing education.

When we consider the Girls education, there arises problems such as -young girls are prone to exploitation and violence , lack of confidence ,educational and psychological problems etc. Teachers and parents fail to solve these problems and also they are not aware of the after effects of these problems .Therefore scientific training programs must be provided to teachers.In high school section there arises problems like inadequate system to improve the ability of the students who are backward in there studies, less consideration to students who perform well in there studies , no hostel facilities for financially backward students and also lack of infrastucture makes govt. and aided less attractive .

The issues of the educational plan for the high school section includes the teaching programmes for teachers ,availabily of modern technologocal facilities to all students, financial help for the smooth movement of the new educaton system.

As we move on to the higher secondary section,the factors which worsely affect our educational system are inadequacy of learning materials , lack of basic facilities in schools which results in health problems,more importance given to IT subjects and less consideration to other subjects by parents and students,inability to make use of the benefits of IT edn completely and increasing criminal and self destructive tendency in students(value depreciation).

For the socially and financially backward students especially girls educational opportunities must be provided.This remains as an issue of higher secondary school education

Sonia, Congrats.

MISSIONARY ENTERPRISES IN EDUCATION DURING THE BRITISH - AN ANALYSIS
Christian missionaries were the most influential actors of education in colonial India.The East India Company took up the programmes of religious propagation and establishment of schools in addition to the main goal of expansion of trade with India.The company accepted in its charter act of 1813,the proposal of the christian missionaries to take up the responsbility of educating Indians and to extend financial assistance. This period of British education marks the beginning of the modern period in Indian education. Some of the first mission schools established were in the Bombay presidency ,Bengal and Punjab.
The native attempt to neutralise missionary effect resulted in the establishment of indigenously managed schools.They also followed the colonial curriculam and shared the protestant views of education lavishly. They started to teach ,christian values are ultimately human values through the new schooling system .They introduced a two-tire pattern of discipline. As a result it functioned in two directions i.e, evangelists reached out to the lower classes in sunday schools, and missionary schools targeted the Indian elites.
In Kerala too the influence of christian missionaries played an important role in institutionalising education .They started a network of primary schools in different parts of Cochin. The spade work done by the christian missionaries in the area of women education cannot be ignored. Convent schools and other girls schools either aided or unaided by the government began to spring up in different parts of the country especially in the christian belts.

Jilson K.X.

State Council Educational Research and Training (SCERT)

Introduction

The State Council Educational Research and Training (SCERT), Kerala is an autonomous body entrusted with planning, implementation and evaluation of all academic programmes from pre-school to higher secondary levels.
SCERT, Kerala, was established in 1994. The State Institute of Education (SIE), which functioned as part of the Department of General Education, was converted to form the SCERT, to give a new thrust and direction to school education in the State. The Hon. Minister for Education is the Chairman, and Secretary General Education department as Vice Chairman of the governing Body of SCERT. Director, SCERT is the Convener of the governing body.
Functions
SCERT is concerned with the academic aspects of school education including formulation of curriculum, preparation of textbooks, teachers' handbooks and teacher training. It advises the Government on policy matters relating to school education
The academic activities and programmes of SCERT are carried out by the various departments / units. SCERT plans and co-ordinates all academic projects and programmes in the state.
SCERT (Kerala) functions as an R&D institute at the state level by providing guidance, support and assistance to the State Education Department in its endeavor to improve the quality of elementary and secondary education and teacher education. To achieve this goal, the SCERT conducts research Studies, develops information systems, curricular policies, and instructional materials and co-ordinates in-service education for teachers at all levels.
Governing Body of SCERT(As per GO. Rt No. 2523/02GED Date: 5/8/2002)
Minister for Education (Chairman)
Secretary, General Education (Vice Chairman)
Director of Public Instruct ion (Member)
Director, Higher Secondary Education (Member)
Director, Vocational Higher Secondary Education (Member)
Director, SSA (Member)
Secretary, State Planning Board (Member)
Representative of MHRD (Member)
Dr. A. Sukumaran NairMember
Sri. Kulathoor T. Mohammad Moulavi (Member
Sri. C. Gokuladasan Pillai, Asst. Prof., SCERT (Member
Dr. E.S Rameshan, Assot. Prof., SCERT (Member
Additional Secretary to Govt., Finance Dept (Member)
Faculty of SCERT (to be nominated later)
Director, SCERT (Member Secretary)
Departments
SCERT has six departments:
Curriculum, Textbooks and Evaluation (DCTE)
Teacher Education (Pre-Service & IN- Service) and Extension Services
Educational Technology (DET)
Art, Physical, Health and Vocational Education
Non-formal and Continuing Education and Special Projects Educational Research, Documentation and Dissemination

MAYA E.V.

State Council Educational Research and Training (SCERT), Kerala.
The State Council of Educational Research and Training (SCERT) is an autonomous academic body functioning under the umbrella of the Department of General Education of the Government of Kerala. SCERT is concerned with the academic aspects of school education including formulation of curriculum, preparation of textbooks, teachers' handbooks and teacher training. It advises the Government on policy matters relating to school education.
SCERT, Kerala, was established in 1994. The State Institute of Education (SIE), which functioned as part of the Department of General Education, was converted to form the SCERT, to give a new thrust and direction to school education in the State. The Hon. Minister for Education is the Chairman, and Secretary General Education department as Vice Chairman of the governing Body of SCERT. Director, SCERT is the Convener of the governing body.
General
National Curriculum Framework (NCF) 2005 is a product of ideas generated through a series of intensive deliberations by many from different walks of life, from eminent scholars to public at large. Based on NCF-2005, Kerala has also started a venture to revise the state curriculum.As a prelude to this, fourteen Focus Groups were set up to help in this process. Since curriculum is a social document, it is felt that maximum public participation is to be insured. Taking a cue from NCF, the focus groups also hope to interact with students, teachers, parents and other groups in the state and get their feedback to make this process transparent. .Accordingly, in the meeting held on 16-18 November, 2006 of the various groups, a suggestion came up that it would be good to setup a web portal which would give all information related to the curriculum revision process and invite constructive comments and suggestions from people not only Kerala but also outside the state. Thus it was agreed in principle that SCERT would start a web programe for the purpose. .To create awareness about the proposed curricular reforms among the public by giving all information related to the curriculum revision process. .To incite public comments and suggestions on the subject.To provide a platform to all to interact .\are the main objectives of the programe. .
Primary
PRIMARY EDUCATIONSCERT has proposed to give a re look at the curriculum developed earlier for classes I to VII lower primary and upper primary in the wake of National Curriculum Framework 2005. In the light of the changing aspirations and expectations of the people and State whom the SCERT serves, it is felt imperative to have the re look of the curriculum and to develop the curriculum and syllabus, textbooks and to have a better strategy for evaluation by adopting or adapting the curricular guidelines given in the NCF or even going ahead if it is possible areas the basis of the recent pedagogical advances and finds of recent researches.The task shall pass through the following phases :
Evaluating the present curriculum and its relevance
Evaluating the extent to which the competencies identified earlier hold good in the present day’s context
Chalking art the new changes and challenges with which the learner needs to cope with
Identification of new objectives, skills and competencies to be reflected in the new curriculum to be developed
Identify and spell out the level at which the competencies to be mastered at each level or class
Identifying the subjects through which these competencies can be attained
Major changes occured
Child is given importance and the curriculum is learner centered
Transaction is activity based and environment oriented
Learning is a joyful experience
Offers wide scope for teacher learner, learner - learner, and learner material interaction.
Assessment is continuous and comprehensive
Competency based teaching learning materials (Textbooks / Teacher’s handbooks) are made available
Teacher training in adopting and developing strategies for better and effective classroom transaction and evaluation
Teachers are using natural learning experience and a lost of suitable materials in the curriculum transaction
Day to day assessment, mid term evaluation and final evaluation
Introduction of grading system - 3 point grading at Lower primary level and 5 point grading at UP level
Evaluation system de-emphasizer memory
Comments and suggestions are highly appreciated on the following areas:
Integration of various subjects at primary level.
Life skills to be reflected in the competencies
Values to be integrated with the class room activities
Wider scope for usage of information and communication technology
Concept of globilization and its impact
Conservation, preservation and enrichment of our culture and heritage
Curriculum reflecting our democratic and secular heritage
Promotion to national and international understanding
The anticipated primary curriculum should be relevant to the needs and aspirations of the society, the blooming individual and the progressing nation. It should help each individual to resist all kinds of invarious and to safeguard the freedom and integrity of the nation. Your valuable suggestions are solicited to this nation building task.
The structure and functioning of SCERT
For all academic purposes SCERT functions as an autonomous way. The Director under whose guidance and advice the programmes are carried out by the academic staff heads it. The State Government has formed two bodies to guide and monitor the functioning of SCERT. The Hon. Minister chairs the General Body of SCERT for Education. The General Body plans and gives directions for the functioning of SCERT. The Governing Council, with Secretary, General Education as Chairman and Director of Public Instruction as Vice- Chairman, attends .to all academic and administrative matters of SCERT. All programmes of SCERT are carried out with the approval of the Governing Body. SCERT works in tandem with the Directorate of Public Instruction to operational the policies of the state government in the sector of school education.
The Departments functioning within SCERT are Curriculum Textbook and Evaluation, Teacher Education and Extension, Educational Technology, Special Education Research Documentation and Dissemination, Primary Education, Pre-primary Education, Non-formal Education, Population Education, Educational Psychology, Program Evaluation, Vocational Education, National Talent SEARD Examination and Scholarships and Kerala State Open School.
SCERT's programes for teachers
Every year SCER T conducts massive teacher training programmes as well as smaller programmes focusing on specialized areas or for particular subjects. The massive training programmes are mandatory for teachers as they are usually linked to curriculum and textbook revision process. The massive teacher training programmes are conducted during the vacation time immediately before new curriculum and textbooks are introduced. SCERT plans and implements the training programme UI to the district levels. The District Institutes of Education and Training take over the programmes and conduct the grassroots level training. Training programmes focusing on specific areas or subjects are of a limited scale. Usually every department / unit in SCERT conducts at least one such programme which trains 25-5( teachers. Participants are usually identified by the DIET s.
Formulation of school curriculum
Curriculum preparation is an elaborate process involving educationalists, subject experts, SCERT staff, DIET staff and teachers. Usually it is done in stage begins with the preparation of a general policy paper or approach paper. Beginning from this, approach papers on different subjects and different stages of education finalized. Curriculum frameworks for each class and each subject are then prepared. This would indicate the general nature of curriculum context and pedagogic principles to be followed. The final stage of curriculum preparation is the formulation of curriculum statements.

Aswathy Varghese

National Policy On Education1986…What purpose did it serve?

Introduction

NPE was evolved in 1986 after a nation wide debate on document “ challenges on education- a policy perspective”.AProgramme of Action was also developed in the same year to implement NPE,1986.The policy envisaged a review of implementation of various parameters of the policy every 5years

The main features of the National Policy on Education 1986are the following.
Based on Constitutional Principles
Common Educational Structure
National System of education
Equality of opportunity in education
Operation Blackboard
Minimum levels of learning
Promotion of language
Universal character of higher education
Early Child hood Care& Education
Navodaya Schools
Delinking Degrees From jobs
Open &distance learning

A review Committee to review NPE,1986 was set up by the government of India on the 7th May 1990under the chairman ship of Acharya Ramamurthy. The Committee after A thorough review of the situation ,submitted its report “Towards an Enlightened and Humane Society” in December 1990

Highlights Of Acharya Ramamurthy Committee Report

The NPE,1986needs to be reviewed on the following basis

1.Provision of Education of a minimum quality to all children
2. Struggle against petty parochial and prejudice
3. Removal of illeteracy
4. Social transformation towards equality
5. Orientation of education to work and employment

These concerns are not new except the Aright of Work now being sought to be enshrined in the Constitution .The challenges of education felt that the present scenario is an indication of the failure of the education system . The Policy on Education stressed the need to make education a forceful tool for its two roles “combative and positive.”In the total crisis of the nation ,along with Politcs ,Business and Regional Education has its full share. But it has failed to play the right role and it was the first question that every commission or committee appointed since independence

Our fundamental reason for failure has been that while we go on making radical protestation ,our education to this day continues to be governed by the same assumptions ,goals, &values that governed it in the days of the British Raj. they kept the common people away from education and education away from life.But things have not much changed since they left.

The other important reason is that our education has been a routine sectoral activity left to the initiative and judgement of specialists at the desk controlled and guided by those far removed from where people live and work.

One may admit that for this situation education alone is not responsible .During the last43 years we have pursued a model of economic development that has led to the creation of two Indians-one of the rich,the other of the poor.

One may ask how will the children be educated ?They will be formally educated.in the regular village schools which may be called a ‘Gramshala’ The children will work with theit parents according to their capacity .In the after noon or in the morning as convenient , they will attend their gramshala for 2or3hours for formal and graded education. The gramshala will hold separate classes for young men and adults in the evening.

CABE

The Minister of Human Resource Development has set up a Commottee of Central Advisory Board of Education on 31st July1991 under the Chairmanship of Janardhana Reddy to review the implementation of the various parameters of NPE,1986 taking into consideration the report of the committee for review of the NPEand other relevant developments since the policy was formulated and to make recommendations regarding modifications to be made in NPE,1986 .The CABE Committee reviewed NPe mainly on the following grounds
Education &women Equality
Education of SCs STs And other educationally backward sections
Education of the Handicapped
Common School Systems
Navodaya Vidyalayas
Early Childhood Care &Education
Universalisation of elementary education
Adult &Continuing Education
Secondary Education

Vocationalisation of Education

Higher Education

Technical &management Education

Languages in Education

Content& Process Education

15.Teachers &students
Management Of Education

Resources for Education

Conclusion

In the light of the recommendations of the Review Committee and CABE Committee the NPE and the programme of action were modified in1992 &the modified Policy and Programme are guided the education in India.

Resmi

SECULARISM AND EDN. IN INDIA-PAST,PRESENT& FUTURE
A secular state –defined scientifically mns a state which recognizes evary citizen as equal & dosnt recognize any socialor religious stratification as vehicles 4 exercising political rights . In India ,it is basically connotes treatment of all religions on a footing of equality & ruling out discrimination In India ,the word secular identified vth tolerance among d different religions .
In India secular tdn is deeprooted in its history .Indian cultures is a composite 1 which is based on dblending of various spiritual tdns &social movmts
The principal advocates of secular ideology in India wer M. K. Gandhi& Nehru. Gandhi’s secularism was based on a cmtmt 2 d brhd of religious communities bsd on their respect4& pursuit of truth . Nehru’s secularism was bsd on a commtmt 2 scientific humanism tinged vth a progressive view of historical change
Secularism hs 2 play adecisiv role at d prst stage of Indian democracy .It’s so bkz t2day when Indian dmcy seems 2 face d challenge of narrow divisive trends& tendencies, a rational&scitific appch which iss d basis of secularismhs bcm a matter of utmost impce .
The teachers should explain 2 their stdts d impce of sclm sothat d stdts can work 2wards peace&harmony in d country .The thrust shld b inculcate& strengthen d value of sclm.

Aswathy Varghese

Comparison of Costs-aided and unaided schools

CURRICULAR DOMAIN

In Kerala there are many schools. The schools are of two types, aided and unaided schools. The aided schools are those which are running under the control of Government. The unaided schools are those schools which are running under the control of the management. The salary of the staffs, strength of students, no. of divisions etc are strictly controlled by the Government in aided schools. Only the properly qualified teachers are admitted in these schools. The strength of the students are noticed in every year by DEO. The Kerala Government’s motto is that the children under the age of fourteen must have basic education. It is strictly obeyed by the aided schools. 80% of students will promoted to next class in every year. In aided schools, the manager has no considerable role.

In the unaided schools, the staffs are selected by the manager and other authorities. The staffs kneed not be properly qualified. Their salaries depend on the strength of student. The student’s donation and other fees are go to the teachers as their salaries.


ISSUE DOMAIN

In the aided schools the costs are carried by the Government, but in the unaided schools the costs are collected from the students. Even for small children, the parent must pay a huge amount for their admission in unaided schools. There are a no. of costs in these schools such as teacher’s salaries, school maintenance work, student’s feeding, their text books etc.


DICOURCE DOMAIN


For my second practicum ‘Comparison of Costs-aided and unaided schools’, I visit two schools one is aided and other is unaided in my local area. The aided school is St. Joseph’s G.H.S. Mundakayam, My own school, and the unaided school is S.N.Public School Mundakayam.

Firstly I made an interview with the aided school’s Headmidress Sr: Rose Vergenia. According to her the Government is the runner of the school. The school strictly obeys the rules and regulations of education department. She said that the Government pay 5 rupees and 50 paisa for every students in the school. It is used for the student’s feeding, text books and maintenance works. But it is not enough for all the works. The over costs are collected from P.T.A. of the schools. The teacher’s salaries are given by the Government. Almost all teachers are permanent staffs. There is no chance for creating more divisions, even the strength is high. But if the strength is low, there may happening division fall. But this school has no fear of division fall. There is refreshing courses for teachers done by DIAT, BRC etc. These costs are also paid by the Government.

Secondly I visit the unaided school’s manager Mr.: K.N. Somarajan. According to him, the management has the control of the school. The costs are collected from the students as their donation, monthly fees, tuition fees etc. the teachers are committed because they are not all most permanent. Their permanency depends on the teaching. The strength of the students depends on the teaching. He said that the school has many costs. The maintainanance work is the important cost.

During schools visit, I got an idea about the costs of unaided and aided schools. The costs are paid by the Government and P.T.A. in the aided schools, but it is paid by the students in the unaided schools. The unaided schools have more costs than the aided schools because it’s neatness, privileges, size of class rooms, committed teachers etc. are

Aswathy

Jeemon,
It's a good practicam
May 1, 2007 12:03 AM

Jeemon Abraham PRACTICUM-2

EDUSAT LEARNING CENTRES IN SCHOOLS

EduSat is Committed to helping schools across the nation by providing adult learning Courses, Fine arts , programs for educational use. Connectivity to schools ,college and higher levels of education and also to support non-communication. The Educational satellite based education programme, which is expected to bring about a revolution in the learning process of children in India. The programme which was launched for the first time in the country in Chamarajnagar district.

The Edusat programme which is implemented with the help of ISRO, under the Sarva Shiksha Abhiyan Scheme, was started by the Department of State Education Research and Training [SCERT]. The selected schools have been provided wih colour Tvs, dish antennas and other necessary equipment for the purpose.

The programme seeks to impart lesson to Students of classes III to VII using television as a medium for a stipulated period of time each day.

Hand books about the Edusat programme have been distributed to all the school principals already. Edusat hand book, the handbook contains details about the subject which will be covered on a particular day, the time, in the form of a time table.

Teachers can therefore prepare themselves on the topic to be covered on the particular day, in advance. Teachers have also been directed to complete the tasks that have been stipulated as mandatory in relation to the subject before the lessons are telecast. Teachers will then have to watch the telecast along with the students, give the necessary input wherever required and clear their doubts after the session is over.

Being a unique programme, Edusat’s aim to reduce the burden of teachers. It is expected that the level of education too could be improved through this.

Smitha. A.V ,No.64,Natural science

WOMEN EDUCATION IN INDIA AFTER INDEPENDENCE

INTRODUCTION
“Teach a man and you have taught only one,
but teach a woman and you have taught a family”,
goes a famous saying. There is a lot of truth in this saying. A woman influences every member of the family in her role as mother. This powerful influence on the part of the woman has existed since ancient times.
The Constitution of India firmly affirmed the equality of all citizens before the law. It said that women, as weaker sections of society, were wronged and discriminated against for generations, that they deserve special facilities and support for advance. In the five-year plans that followed, the Indian government consistently emphasised education as one of the principal instruments for the advance of people. Education Commission, this Commission was headed by Dr. S. Radhakrishnan, one of India’s most distinguished scholars and philosophers and a man very sympathetic to the cause of women. He later became the President of India. The chapter on university education for women, in the Commission report, included a statement on how the British government had done nothing to advance women's university education in India. The chapter pointed out how unfair this was, considering that as early as 1869 John Stuart Mill had written about the subjugation of women and need for their equality.

Independence and after (1947 and beyond)
India acquired independence from British colonial rule in 1947. The Constitution of India firmly affirmed the equality of all citizens before the law. It said that women, as weaker sections of society, were wronged and discriminated against for generations, that they deserve special facilities and support for advance. In the five-year plans that followed, the Indian government consistently emphasised education as one of the principal instruments for the advance of people.
The University Education Commission
In 1948-49, almost immediately after independence, the government of India appointed a major national Commission focusing on higher education. Known as the University Education Commission, this Commission was headed by Dr. S. Radhakrishnan, one of India’s most distinguished scholars and philosophers and a man very sympathetic to the cause of women. He later became the President of India. The chapter on university education for women, in the Commission report, included a statement on how the British government had done nothing to advance women's university education in India. The chapter pointed out how unfair this was, considering that as early as 1869 John Stuart Mill had written about the subjugation of women and need for their equality. But the chapter did not articulate the concept of a career
In 1958-59, almost ten years after the appointment of the University Education Commission, the government of India appointed a National Commission for Women. This Commission was headed by a woman who had been active in the nationalist movement, was a member of the first Planning Commission appointed in Independent India, and was the first chairperson of the country's Central Social Welfare Board. She had also been active in the nationalist movement for freedom, and was one of those whom Gandhi had chosen to send for a university education. The National Commission for women recommended special hostels, special colleges and special scholarships for women. It recommended special syllabi for women and specified that these syllabi should focus on creating the right attitudes among them. The recommendations of the Commission led to the establishment of the National Council for Girls, the establishment of a Comprehensive Development Plan for Women, to the allocation of special funds for women in the central and state ministries of education and the establishment of separate units for the educational needs of women. It looked carefully into the needs for occupations in which women were preferred, and pointed out that qualified women were needed, in large numbers, to function as pre-primary school teachers, nurses, midwives, women doctors, pharmacists and social workers. On this basis it recommended the promotion of education for women in these fields. The other major contribution of the Commission was that it recommended that the number of women's colleges in the country should be increased. Over time, this recommendation has been put into effect. There were less than a hundred women's colleges in the country when the Commission submitted its report. Today there are more than twelve hundred.

National Commission on Women
In 1958-59, almost ten years after the appointment of the University Education Commission, the government of India appointed a National Commission for Women. This Commission was headed by a woman who had been active in the nationalist movement, was a member of the first Planning Commission appointed in Independent India, and was the first chairperson of the country's Central Social Welfare Board. She had also been active in the nationalist movement for freedom, and was one of those whom Gandhi had chosen to send for a university education.
The National Commission for women recommended special hostels, special colleges and special scholarships for women. It recommended special syllabi for women and specified that these syllabi should focus on creating the right attitudes among them. The recommendations of the Commission led to the establishment of the National Council for Girls, the establishment of a Comprehensive Development Plan for Women, to the allocation of special funds for women in the central and state ministries of education and the establishment of separate units for the educational needs of women. It looked carefully into the needs for occupations in which women were preferred, and pointed out that qualified women were needed, in large numbers, to function as pre-primary school teachers, nurses, midwives, women doctors, pharmacists and social workers. On this basis it recommended the promotion of education for women in these fields.
In 1964, the National Commission on Education, also known as the Kothari Commission, was appointed. In its report, the Commission lamented that the education of women in India was not moving fast enough. But it failed to make any firm recommendations on how the pace of the growth of higher education among women should be advanced. And yet, in terms of the impact that the various Commissions have had on government programmes, on voluntary action and on the attitudes of people towards education in independent India, the Kothari Commission is considered to be the most powerful. \However, from the decade of the seventies onwards, there is a visible change. The National Policy on Education, 1986, talks of education for the "empowerment of women." The Eighth Five Year Plan of the country launched in 1991 categorically states that education of women is imperative in order to improve health and nutrition levels in the country and to succeed with the country's efforts to control its population explosion. It speaks of women as "partners in development." In the Ninth Five Year Plan, which became operative in 1997, the title of the chapter on women's education is Education for Women's Equality. the beginning of the seventies, there was growing anxiety that development was not proceeding as planned. Prominent among the several reasons identified as the cause for the slow pace of development, was the fact that women had not been participating actively in the process. It was pointed out that economic growth had suffered because women's role in the economy had been neglected and because their capabilities were neither fully developed nor utilised. In this connection, the failure to provide them with career and employment-oriented education was particularly blamed. With illustrations of successes and failures in the development effort, it was convincingly shown that the involvement of women, both as paid functionaries and as volunteers, at different levels, is critical to the success of the country's population control, health care and community development programmes. It was underlined that women must be urgently equipped with the capabilities required for them to take up these new responsibilities. These revelations and recommendations gave birth to the concept of women as "partners" in development and took the issue of the importance of their education to a new threshold. National Commission on Education
In 1964, the National Commission on Education, also known as the Kothari Commission, was appointed. In its report, the Commission lamented that the education of women in India was not moving fast enough. But it failed to make any firm recommendations on how the pace of the growth of higher education among women should be advanced. And yet, in terms of the impact that the various Commissions have had on government programmes, on voluntary action and on the attitudes of people towards education in independent India, the Kothari Commission is considered to be the most powerful.
A New Purposefulness
However, from the decade of the seventies onwards, there is a visible change. The National Policy on Education, 1986, talks of education for the "empowerment of women." The Eighth Five Year Plan of the country launched in 1991 categorically states that education of women is imperative in order to improve health and nutrition levels in the country and to succeed with the country's efforts to control its population explosion. It speaks of women as "partners in development." In the Ninth Five Year Plan, which became operative in 1997, the title of the chapter on women's education is Education for Women's Equality.
Women as Partners in Development
By the beginning of the seventies, there was growing anxiety that development was not proceeding as planned. Prominent among the several reasons identified as the cause for the slow pace of development, was the fact that women had not been participating actively in the process. It was pointed out that economic growth had suffered because women's role in the economy had been neglected and because their capabilities were neither fully developed nor utilised. In this connection, the failure to provide them with career and employment-oriented education was particularly blamed. With illustrations of successes and failures in the development effort, it was convincingly shown that the involvement of women, both as paid functionaries and as volunteers, at different levels, is critical to the success of the country's population control, health care and community development programmes. It was underlined that women must be urgently equipped with the capabilities required for them to take up these new responsibilities. These revelations and recommendations gave birth to the concept of women as "partners" in development and took the issue of the importance of their education to a new threshold.
More than two million women are enrolled for higher education in India today. The figure may sound impressive to those who are not fully aware of the size of the population of the country. However, these 2 million women constitute just 34% of the total enrollment of 6.5 million students in higher education. It is interesting that the percentage of women is slightly higher at the post-graduate level (39%) than at the under-graduate level (34%), and that this is higher at this level than the enrollment in the diploma level (26%). Data, on the faculty-wide distribution of women, shows that of all the women enrolled in higher education, 54% are enrolled in Arts and Humanities, 20% are enrolled in Science, 14% in Commerce, 4% in Medicine, Agriculture and Management, 2% in law and 1% in Statistics
More than two million women are enrolled for higher education in India today. The figure may sound impressive to those who are not fully aware of the size of the population of the country. However, these 2 million women constitute just 34% of the total enrollment of 6.5 million students in higher education. It is interesting that the percentage of women is slightly higher at the post-graduate level (39%) than at the under-graduate level (34%), and that this is higher at this level than the enrollment in the diploma level (26%). Data, on the faculty-wide distribution of women, shows that of all the women enrolled in higher education, 54% are enrolled in Arts and Humanities, 20% are enrolled in Science, 14% in Commerce, 4% in Medicine, Agriculture and Management, 2% in law and 1% in Engineering.
Reference:
Women’s education in India - Mathur,
Women’s education in India - B.D. Bhatt and S. R Sharma.

Vidhya Shankar

DEMOCRACY IN THE CLASSROOM

‘ Democracy ’ model classroom is simply one that provides the minimum conditions for collaborative intellectual engagement among students and dialogical engagement between students and teachers when these attributes are considered important to accomplishing the objectives of a particular course.Creating a Democratic atmosphere in a class room may mean creating community in the classroom and fostering a safe environment in which students are empowered to make choices ,giving them opportunities and providing them with rich ground from which confident ,self-directed ,successful students thrive and grow .It also means creating an atmosphere were students from all stages and phases of a society is treated with respect and dignity .In such a classroom the role of the teacher is to create an atmosphere were the students are ready to listen to him/her attentively and willing to change or amend their point of view in the light of the new information or a more persuasive argument . This requires good listening skills, some ability to empathize or see things from others point of view .But this is not an easy task because each and every student in the class room a has his /her own way of viewing thing and most of them may not be willing to change (in this matter we can say a classroom is a miniature of a society.).In order to overcome this the teacher can use examples that illustrate both the positive functions and negative Posing questions of intercultural misunderstanding and intolerance as pervasive, with concrete examples. Giving concrete examples of instances where overcoming the intercultural intolerance has had positive outcome. Encouraging students to debate one another rather than the teacher; redirecting class discussion into student-student debates when possible rather than student-teacher debates Taking the time during the course orientation session(usually the first class)to discuss the role of opinions in the classroom and to reassure students that diverse opinions are encouraged and valued.
ROLE OF THE TEACHER
The role of the teacher is that of an instructor To bring relevant information and knowledge into the classroom as well as the tools by which the students can acquire their own information. To set the ground rule for mutually respectful dialogue. To provoke critical thinking among participants in the dialogue.When we talk about democracy another important component related to it is ‘freedom’ .As we all know democracy and freedom go hand in hand so in order to bring a democratic atmosphere in the classroom the teaching learning method should become child oriented and not teacher centered .the children should be given more freedom of thought and should be given apt opportunities to develop not only their academic abilities but also their extra curricular activities .so we can conclude by saying that the way of education introduced by Mahatma Gandhi was in a way democratic. In a democratic classroom there should be opportunities for the students and their reasonable needs should be taken seriously. And to be treated respectfully and fairly. Conducting class meeting is a good way to enable the student to share their thoughts and solve classroom issue on their own .The teacher should make it a point to make class meetings a formal process and conduct it regularly. She/he should create a positive atmosphere in the class room and the teacher should trust the ability of the students to lead meetings ,participate in discussions choose solutions and make decisions .

Rejani Babu.R Summary of practicum

What values must education foster in a consumerist Society

Introduction
Values are closely related to the noble aims of human life. For the achievements of these aims man frames certain philosophical guidelines or notions that direct human behaviour along desirable channels. These notions are called values. Values are closely related to the aims of Education. It is what is valuable that is transmitted to the younger generation by the elder generation. The concept of education has to be viewed as nothing but a set of values in essence.
Value crises
Education is becoming more materialistic in recent years. The old value traditions and spiritualism are slowly vanishing. The modern scientific and technological advancement has brought revolutionary changes in the age old traditional values of ethics and spiritualism. The modern Indian is being educated mainly with the sole aim of materialistic gain. No conscious efforts are made by the educational authorities to bring about value orientation to educational programmes. Values are only being referred to incidentially in the curricula and no plan has been chalked out to inspire the Students to imbibe in themselves all the desirable moral and social values. Hence we experience a serious value crisis in our Country.
Value Oriented Education
Some of the desirable values which should be inculcated in our pupils through School programmes are
(1) Love or affection

(2) Truth

(3) Courage
(4) Reverence to elders

(5) Compassion

(6) Respect for all Religions
(7) Diginity of Manual Work

(8) Humility

(9) Purity in Word, thought and action (10) Tranquility of mind

(11) Co-operation

(12) Cleanliness

The following School programmes may contribute to the development of right values in our children.
(1) Moral Instruction

(2) Health and cleanliness Programmes
(3) Socially useful and productive Work (SUPW)
(4) Cicizenship Training programmes
(5) Celebration of Youth Festival and National Festival.
(6) Cultural and recreational programmes.
(7) Scouting, NCC, National Social Service etc.

Discussion
I discussed about the factors which are responsible for the value crisis with a Professor (Retd.). The discussion helped me to identify the real causes of value crisis.
One factor is the rapid growth of Industrialisation and Urbanisation. The unpresidented explosion of Industrialisation followed by Urbanisation has inculcated a commercial attitude and given commercial colour to life in all its various manifestations. In recent years, there have been radical sociological changes and the traditional family life has broken and empirical outlook of life has gained momentum. Impact of western philosophy and explosion of scientific knowledge of other factors which are responsible for todays value crisis. As a result of the advent of western life styles Indian values are considered by many as out dated. The rapid growth of scientific and technological achievements has started questioning the value dimensions of human life.Social conflicts, social tensions, caste rivalries, communal prejudices, uncertain political conditions deterioration of the feeling of nationalism, religious tension, exploitation of communal feelings, the deterioration of the standards of morality and disorder in the social and cultural systems all resulting in the value crisis. Materialistic outlook is another factor behind this value crisis.
The present curriculum does not properly depict the human values, which are truly Indian. The teachers also are not oriented towards value education. The system of education is only reflecting borrowed ideologies and philosophies at the cost of the national values.
Kothari Commission stresses the importance of a value oriented education in our country. The wide explosion of scientific knowledge should combine itself with a deepening sense of social responsibility and spiritual values in the building up of one's personal and national character.

Hari has done a good work

Role of Temples in Education-A Case Study of 'Salas' of Kerala.

Hari K.K.(Mathematics)

Dear Sir,
I visited BRAHMASWOM MADAM VEDIC INSTIUTION in Thrissur and collected data from there.
CONTENTS IN THE PRACTICUM

HISTORY OF MADAM
EDN SYSTEM IN MADAM (GURUKULA)-teaching methods,veda,also gives school education
PROBLEMS FACING MADAM

Many informations are in malayalam.Now Iam translating it into english with the help of my friends.Iwill submit the practicum soon.
Hari

An example of a fine comment

vidhya said...
hai i read it ,i think that u should explain a little more elaborately so that v will b able 2 know more abt the topic
April 17, 2007 3:37 AM

Democracy in the classroom

Democracy in the classroom: A qn and an answer

Sir i want 2 know abt the topic "Democracy in the classroom"-does itmean to create a democratic set up in a classroom ie.to treat studentswith equal consideration or is it 2 create ademocratic awarenss amongthe students.
Vidhya

Hi Vidya,Democracy do implies a life style rather than a political philosophy.The topic 'Democrcy in the classroom' must enquire various shades this approach.Democratic way of teaching,democratic managementof classroom activities,treating students with full induvidual dignity etc.Try to develop these points.
With regards
Tu

Madhu Aurobindo - tourchbearer of indian renaissance

Aurobindo - tourchbearer of indian renaissance
Aurobindo,a hero of indian Renaissance was an enterly different personality from Ram Mohan Ray . He was a lonely star among the galaxy of Indian National stars.His long life was full of contradictory events . He was a man of extreme layer of life.During his life time he went through different phases such as scholar,poet, nationalist, revolutanary, terroist, and finally saint.

Born in bengal ,He spent most of his childhood in England. Wellversed in sanskrit,Greek,Latin,Spanish,French, German.He joined in Broda state service. Later persuded in indian freedom movement,arrested in Alipore bomb blast case.After that he was changed as Yogi and turned his attention towards international citizenship.He promugalated three theories '' Creation of superman from human behaviour through spritual power,Awakening of man from his barbaric animal life,Universal brotherhood through inner solidarity.
He is introduced a new concept '' Integral non dualism'' ,a harmonius blending of both materalism and spritualism.He provide more stress on spritual tradition of the Gurukula and glorifies the method of Yoga.
His curriculam inorder to conductive to his aim of integralism. He suggests five principle activities for the full evolution of human personality.
To conclude,according to V.S Narrane the ideology of Aurobindo is considered as beautiful ,but impossible island to reach in the Ocean of Indian thought stream.

Vidhya Shankar-Why did Basic Scheme fail to click

Vidhya Shankar-Why did Basic Scheme fail to click

Gandhiji’s BASIC SCHEME OF EDUCATION was the outcome of the firm belief that only a Swadeshi system of education can meet the needs and aspirations of the Indian people .He fully realized that the system of education introduced in India by Lord Macaulay was out dated and out-moded ,completely divorced from Indian way of life.Some of the defects of the system of education introduced by British in India were : It was an un-Indian system of education. It was an urban system of education in a rural country. The curriculum was English dominated. The system was too literary and bookish. The system neglected citizenship training. The system was very wasteful. The system followed a single track. The system was unplanned. The system was very expensive. The system was not in accordance with the needs of a secular democratic country.
The features of the basic system of education:
Child-centered system of education. Learning by doing. Craft as the core of the basic plan. Self-supporting aspect. Relationship with life. Training in citizenship. Free and compulsory education for eight years. Emphasis on mother tongue. Greater freedom for teacher as well as the taught. Mother tongue as the medium of instruction.
THE DRAWBACKS OF THE SCHEME OR THE CAUSE OF ITS FAILURE
Several reasons where pointed out as the cause of its failure It was not suited in an age of industrialization: - It was said that craft has no place in a community where it is developing its economy to the full. With rapid industrialization of India, knowledge of science and mathematics may become more desirable than skill in handicrafts. Neglect of the child : - Since it gave more attention to craft, it did not attention to the child. It was not suited fir children who were able to learn from concepts and ideas:- This system of education was not suited for children whose tools were words and ideals, because they were tied up to crafts. An inferior system for lower class :- Somehow or the other ,an impression has prevailed that the basic system of education is a system meant for the lower class and for the less intelligent. It was looked upon as a deliberate attempt by the privileged class to maintain their superior status.
CONCLUDINS OBSERVATIONS
Gandhiji’s philosophy of education is Indian in origin, Indian in setting .It was the result of his experiences, and experiments spread over along period. Basic education had far reaching consequences and was hailed as ‘epoch-making’,’original’,’revolutionary’. It was considered to be the dawn of a new era .Those who reached similar conclusions are Rousseau , Pestalozzi , Froebel, Dewey and Karl Marx. But Gandhiji was bold enough to make craft as nucleus of the whole instruction and not an extra or additional subject. But this does not mean that he want to make the school a factory or workshop ; to him the school itself is the workshop where work is an essential instrument of learning.

Rajan's Practium report on NCERT PP on Crafts

Rajan's Practium report on NCERT Pos.Paper on Heritage Crafts

INTRODUCTION

There are 21 position papers are created to cover the major areas of curriculum. the main objective is to provide a comprehensive review opf existing knowledge, representing an awareness in the field of reality especially in rural schools.

The Focus Group Objectives:

To incorporate the cultural, social, and creative attributes of craft into the educational system, through both theory and practice.
· To ensure that craft is viewed as a professional skill, leading to employment opportunities.
Need and significance ofHeritage Crafts in the School Curriculum

Handcraft is a production process and a wonderful, indigenous technology, not an outmoded tradition. This point needs to be emphasized in the school curriculum, and craft be taught as a professional expertise rather than a “hobby”. Training in craft skills, whether at home, or through the traditional Guru-Shishya tradition, should be recognized as industrial training, and given the same supports as other technical and vocational education.


METHODOLOGY
A common charge against Indians is that we have a great ability to visualize dreams but not the corresponding capacity to actually realize them. So we felt it important to develop a range of recommendations that are practical, specific and accessible; that are backed by personal experience, data and guidelines; and that build on the strengths rather than the weaknesses of the system.

EVALUATION
The Focus Group were unanimous that there should be no formal examination or marking, since in this creative area success or failure was partly dependent on the inherent skills and motivation of the individual child and the subjective value system of the teacher. However, some form of regular evaluation should take place, which would also be self-evaluation of both the teacher and the course. The child’s effort, interest, and ability to handle materials should also be assessed. The primary objective of this subject is to widen the child’s horizons and enhance his or her skills and creativity.
CONCLUSION
In this national Curriculum Frame work I can able to understand that
NCERT enunciate the importance of Heritage and Craft, what are the methods used to keep it as long and how the students can it from the school. Anyhow I hope that the heritage craft should be kept for long till the man is in live.

Madhu' Practicum,Women's education in India

Women Education In India after Independence An analysis
Introduction

Education made a considerable progress in india since independence due to various efforts by government and non-government agencies.Women education in any society is considered to be the most sensitive index of social development


Objectives of the study

To know the position of women education in india after independence period.
To know whether any educational backwardness in indian women ,these stated period or not?
To know the reasons for this backwardness,if any
To formulate alternative suggestions
Hypothesis
In post independence period due to favourable policy changes and action plans ,women got equal educational opprotunities in all walks of life.
Methodology
For the study mainly depends historical methods like refering books relating to women education,various commission reports,other documents,In later stage E-learning tools such as internet and world wide web also used.
Procedure
Collection of data from various sources
Detailed analsisof the scenario,then find out the reasons for various facts
Formulation of alternative suggestions.
\u003c/li\>\u003c/ul\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Findings\u003c/font\>\u003c/p\>\n\u003cdiv align\u003d\"left\"\>\u003cfont style\u003d\"background-color:#ffccff\" color\u003d\"#3366ff\" size\u003d\"2\"\>Implemented plans and actions\u003c/font\>\u003c/div\>\n\u003cul\>\n\u003cli\>\u003cfont size\u003d\"2\"\>First Five year plan\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>University Education Commission\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>National Committee on women education\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Second five year plan\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Third five year plan\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Committee appointed by national council on women education\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Kothari Commission\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>N.P.E 1968\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>Committee on the status of women in india\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>N.P.E 1986\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>POA 1986\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>POA 1992\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>National perspectives plan for women 1988-2000\u003c/font\>\u003c/li\>\n\u003cli\>\u003cfont size\u003d\"2\"\>All india educational survey by NCERT\u003c/font\>\u003c/li\>\u003c/ul\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Trends in women education\u003c/font\>\u003c/p\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"4\"\>\u003c/font\> \u003c/div\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"4\"\>\u003c/font\> \u003c/div\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Analysis\u003c/font\>\u003c/p\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"2\"\>Reasons or blockades in development of women education in india\u003c/font\>\u003c/div\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"4\"\>\u003c/font\> \u003c/div\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Conclusion\u003c/font\>\u003c/p\>\n\u003cdiv align\u003d\"center\"\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>\u003c/font\> \u003c/div\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>Suggestions\u003c/font\>\u003c/p\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>\u003c/font\> \u003c/p\>\n\u003cp\>\u003cfont color\u003d\"#ff6666\" size\u003d\"4\"\>References\u003c/font\>\u003c/p\>\n\u003col\>\n\u003cli\>\u003cfont color\u003d\"#33cc00\" size\u003d\"2\"\>UNICEF, CHILDREN AND WOMEN IN INDIA- a situation analysis\u003c/font\>\u003c/li\>\u003c/ol\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"2\"\>\u003c/font\>\u003cfont size\u003d\"2\"\>\u003c/font\> \u003c/div\>\n\u003cdiv align\u003d\"center\"\>\u003cfont size\u003d\"2\"\>\u003c/font\> \u003c/div\>\n",0]
);
//-->

Findings
Implemented plans and actions
First Five year plan
University Education Commission
National Committee on women education
Second five year plan
Third five year plan
Committee appointed by national council on women education
Kothari Commission
N.P.E 1968
Committee on the status of women in india
N.P.E 1986
POA 1986
POA 1992
National perspectives plan for women 1988-2000
All india educational survey by NCERT
Trends in women education


Analysis
Reasons or blockades in development of women education in india

Conclusion

Suggestions

References
UNICEF, CHILDREN AND WOMEN IN INDIA- a situation analysis



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Practicum titles

Semester II -Paper VI – Theoretical Base of Education – National

Suggested Titles/areas for Practicum

Select one task from each of the following four sections. Student Teachers are advised to develop appropriate PBL scenario for every chosen task. All tasks are individual.

Date of submission

First Practicum	Second Practicum	Third Practicum	Fourth Practicum
25th March ‘07	20th April ‘07	20th May ‘07	20th June ‘07

Unit	Code No	Suggested Titles / areas
I Education in Pre- independent India		SECTION I
	1	A study of Dravidian culture and society.
	2	Teacher pupil relationship through the ages - an analysis.
	3, 4	Evolution of schools through the ages - a computer design.
	5, 6	Future schools – Vision of our society.
	7, 8	‘School’ in Children’s vision - a survey
	9	How far are the values of ancient Indian education still relevant?
	10	A study of Buddhist influences in South Kerala.
	11	Development of education during the medieval period
	12	Popular forms of learning - Sufi, Bhakthi traditions.
II Reports of the Education Commissions	13	Progress of secular education in India.
	14	A study of Technical education during the medieval period.
	15	The British Raj in Edn – A critical study
	16	Lord Macaulay and Indian Edn – a critical study
	17	Revisiting Sargent Report after 60 years.
	18	Is it justifiable to call Wood’s Despatch the Magna Carta of Indian education?
	19	Hunter commission and its report – an analysis.
	20, 21, 22, 23, 24	The Torch bearers of Indian Renaissance –Swamy Vivekananda, Raja Ram Mohan Roy, Aurobindo, Tagore, Phule, Narayana Guru.
	25	Religious teachings in schools during the British.
	26	Heroes and Villains in the Great Indian Education Drama – an analysis.
	28	Swadeshi Movement - a study of National Education Movement.
III	29	Why did the Basic Scheme failed to click?
Swadeshi Movement in Education	30	Role of Local Self Governments in Edn – A historical analysis.
	31	Development of Girls edu during the British – an historical study.
	32	Development of Secondary Education during the British period.
	33	Missionary Enterprises in edn during the British - an analysis.
	34	Indian private enterprises in education during the British.
	35	What happened to the traditional Institutions during the Raj?
	36	National movement and education.
IV Education in Post Independent India	37	Wastage and stagnation in primary Edu during the British rule.
		SECTION II
	38	What purpose did our education commissions serve? A case study of University Edu Commission.
	39	What purpose did … a case study of Secondary Edu commn
	40	What purpose did … a case study of the Education commission.
	41	What purpose did … a case study of NPE 1986.
	42	What purpose did … a case study of Yashpal Committee Report.
	43	Teacher education as visualised by Kothari Commission.
	44	What programmes are proposed in NPE to address the issue of equality in educational opportunities.
	45, 46	How did the Kothari Commission address the question of National Integration / National Development.
	47	Development of secondary edu after independence.
	48	growth of literacy before and after independence – a comparison
	49	Women education in India after independence - an analysis.
	50	Centrally sponsored schemes for ednal development - a case study of DPEP.
	51, 52, 53	A case study of SSA Quality, Infrastructure, equality.
	54	To what extent the NPE 1986 reflected the realities of Indian edn?
V Education in Kerala	55	Did the purpose serve? A case study of a Navodaya School.
	56, 57	How do teachers see Curriculum changes?
	58, 59	Do Parents welcome the new Curriculum?
	60	Did we slip at fixing priorities – a case of SSA project in Kerala.
	61	Foreign aided projects for ed’al development - a critical analysis.
	62	A survey of ancient educational institution in Kerala.
	63	Role of temples in education – a case study of ‘salas’ of Kerala.
	64	Role of missionaries in the development of education in Kerala.
	65	Role of Royal rulers in the development of education in Kerala
	66	development of modern education in Mavelikara.
	67, 68	Contribution of CMS Missionaries to education in Kerala.
	69, 70	Panchayat Raj Institutions’ role in educational development.
	71, 72	Ed’nal development during 11th plan. A study of --- Panchayat.
	73, 74	Ed’nal development during 11th plan. A study of --- Dist Pant.
	75, 76	School plan - an analysis.
	77, 78	A study on the effectiveness of CPTA.
		SECTION III
	79, 80	The story of an opening day in a primary school.
	81, 82	A day in an Ankanawadi.
	83	A case study of Saksharatha centre.
	84, 85	EDUSAT learning centres in schools – a survey.
	86, 87	Akshaya project and IT education – a case study.
	88, 89, 90	A day with in-service training.
	91	SCERT – a study
	92	Two decades of DIET - analysis.
	93	A study of Library movement.
	94	What values must education foster in a consumerist society?.
	95	Secularism and education in India – past present and future.
	96	Democracy in the classroom - practical concerns.
Values and Education	97	Gender issues in education – a study of textbooks.
	98	How do our textbooks promote the values of environmental prto’n.
	99	How do people manage cost of education in self-financing mode?
	100	How do people manage cost – a study of B.Ed.
	101	Comparison of costs – aided and unaided school.
	102	Comparison of costs – aided and unaided Plus two schools.
	103	Comparison of costs – aided and unaided degree.
	104, 105	Electronic discussion groups – a study of possibilities.
	106	A study of NCERT Website
	107	Creation of a Web page on the topic ---
IV(2) Current problems education in India		SECTION IV
	108-113	Review of National Curriculum Framework 2005.
	114	Review of NCF 05 Position paper on aims of education.
	115, 116	Review of NCF 05 Position paper on Systemic reforms.
	117, 118	Review of NCF 05 Position paper on teaching of Indian languages.
	119, 120	Review of NCF 05 Position paper on teaching of English.
	121, 122	Review of NCF 05 Position paper on teaching of Maths.
	123, 124	Review of NCF 05 Position paper on teaching of Science.
	125, 126, 127	Review of NCF 05 Position paper on teaching of Social Science.
	128, 129	Review of NCF 05 Position paper on Habitat and learning.
	130, 131	Review of NCF 05 Position paper on Art, Music, Dance and ……
	132	Review of NCF 05 Position paper on heritage crafts.
	133, 134, 135	Review of NCF 05 Position paper on Educational Technology
	136	Review of NCF 05 Position paper on Health and Physical Educa’n.
	137	Review of NCF 05 Position paper on Early childhood Education
	138	Review of NCF 05 Position paper on problems of SC, ST
	139, 140	Review of NCF 05 Position paper on gender issues.
	141, 142	Review of NCF 05 Position paper on Education with special needs.
	143, 144	Review of NCF 05 Position paper on Education for peace.
	145, 146,	Review of NCF 05 Position paper on curriculum, syllabus -----.
	147, 148	Review of NCF 05 Position paper on Teacher Education.
	149	Review of NCF 05 Position paper on Examination reform.
	150, 151, 152	Review of NCERT Text books for Std I, Maths, EVS, Language
	153, 154	Review of NCERT Text books for Std III Maths, EVS, and English.
		SECTION III Contd.
	155, 156	Education as a Fundamental right - issues.
	157	Constitutional values and education.
	158	The issue of reservation – an analysis.
		SECTION II Contd.
	160	Is it high time to change the present day curriculum in Kerala?.